Using PowerPoint Effectively – or Not Examples and Guidelines for the effective use of PowerPoint Slide is too busy Color not effective.

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Presentation on theme: "Using PowerPoint Effectively – or Not Examples and Guidelines for the effective use of PowerPoint Slide is too busy Color not effective."— Presentation transcript:

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Using PowerPoint Effectively – or Not Examples and Guidelines for the effective use of PowerPoint Slide is too busy Color not effective

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Well, here’s a lot of text… One of the benefits of this model is that it allows us to see the importance of an integrated course and to know when we have one and when we do not. To illustrate this point, let me describe an extreme case of a un-integrated or dis- connected course. Imagine a course in which the teacher says s/he wants students to (a) “learn all the important content” and (b) “learn how to think critically about the subject.” These are the learning goals. But when you examine what actually happens in class, it is a straight lecture course (this is the “teaching/learning activity”). This creates the first problem: the teaching/learning activities are NOT aligned with the learning goals. The students might be able to learn the content from the lectures, but they definitely are not getting practice and feedback in learning how to think critically. Now notice the dilemma this teacher faces when s/he attempts to write the mid- term or final exam. S/he can legitimately ask “understand and remember” questions, i.e., content-related questions. But should s/he include thinking questions or not? If s/he does, the assessment part of the course will be properly connected to the learning goals. But the students will do poorly because they have not had the appropriate learning activities for critical thinking; hence there will also be a disconnect between the learning activities and any assessment on critical thinking.

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Less text, but… One of the benefits of this model is that it allows us to see the importance of an integrated course and to know when we have one and when we do not. To illustrate this point, let me describe an extreme case of a un-integrated or dis- connected course. Imagine a course in which the teacher says s/he wants students to (a) “learn all the important content” and (b) “learn how to think critically about the subject.” These are the learning goals. But when you examine what actually happens in class, it is a straight lecture course (this is the “teaching/learning activity”). This creates the first problem: the teaching/learning activities are NOT aligned with the learning goals. The students might be able to learn the content from the lectures, but they definitely are not getting practice and feedback in learning how to think critically.